Theorypaper 2
Theorypaper 2
Theorypaper 2
Theory Paper #2
Anna Crow
Seattle University
Analysis
Yosso, Ferdman & Gallego, and Chickering & Reisser all have created theoretical
wealth that people of color posses in place of cultural capital. Cultural capital is the nuanced way
many people who are white and financially able to maneuver through society. Yosso focuses on
aspirational, familial, social, navigational, resistant, and linguistic capital. CCW assists Student
Affairs practitioners in supporting students with diverse backgrounds and skill sets.
Ferdman and Gallegos (2001 & 2012) Latino racial identity theory addresses the racial
identity development of Latino individuals. This theory emphasizes that race is secondary to
culture, this complicates the racial identity. These six orientations consist of the racial identities:
Latino-identified. Individuals move about the orientations in regards to their racial identity in
reference to the “Latino” identity. This is applicable to student affairs professionals as the
individual who is attending a university. This identity theory focuses on the seven vectors of a
establishing identity, developing purpose, and developing integrity. The theory is a standardized
way for student affairs practitioners to evaluate and build on student's identity development.
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Synthesis
Across Yosso, Ferdman & Gallego, and Chickering & Reisser’s three theories,
there are many commonalities and downfalls that come into play when addressing their
applicability. The key components to the three theories is that they are all identity informed and
rely on internal belief systems. The weaknesses include lack of intersectionality and
Yosso, Ferdman & Gallego, and Chickering & Risser all demonstrate that identity
informs an individual's navigation of society. The premise of CCW lies on that people of color
have other forms of capital and those values do not come into line with that of dominant society.
This indicates that people of color navigate society in different ways than dominant society
acknowledges. Ferdman & Gelledo’s Latino identity theory emphasises the diversity of self
identity that an individual can identify with as Latino. These self identities are beyond what a
practitioner's theory in that it gives a solid jumping point for practitioners of traditional age and
housed students at four year institutions a structure on how to program based on the individual’s
stage. However, Chickering’s greatest strength is also its downfall. This model was developed
with the “traditional” student in mind. In context of this model, the traditional student is between
the ages of 18-22 and lives on campus. This does not apply to many students in institutions of
higher education, therefore, its up to the practitioner to adjust the theory to apply to their students
Additionally, CCW, and Latino racial identity have similar weaknesses. These three
theories were designed with a very specific individual in mind to apply the theory to, however,
these three theories are significant to many different people. The lack of applicability is a
weakness because many people do not identify within these parameters of a specific identity. In
addition to the narrow applicability, these three theories do not address intersectionality beyond
Intersectionality is not addressed in the three theories as they are all specific and created
for specific identities. Yosso (2005) focuses on people of color and the cultural community
wealth that comes with being apart of those communities. However, there is no mention of the
other dynamics of a person besides being apart of that community. Ferman & Gallegos (2001 &
2012) Latino racial identity theory focuses on individuals who identify as Latino and Chickering
& Reisser’s (1993) theory is based off of students in housing, at traditional higher education
setting as a traditional age. Regardless of their shortcomings, these theories can all be reimagined
An example of Yosso’s CCW being reimagined is adding other aspects and identities of
an individual to the cultural wealth that they bring. For example, an individual who is
transgender and a person of color brings a lot of community cultural wealth that Yosso describes
but can also bring other variants of that cultural wealth, such as navigating government entities
for an ID with the correct personal information on it or navigating employment attainment and
retention. These are all skills that the white and cis and dominant society do not have to face.
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Reflection
All three of these theories are highly applicable. Throughout this course and specifically
with these theories, I have been able to create ways in which I can apply these theories. These
theories have themes of a specific population that informed them, however, the ideas and spirit
of the theory can still be applied and used in practice. The greatest understanding I have gained
in examining these theories is that the essence and spirit can be captured and utilized to better
practices.
Latino racial identity theory, however, I can apply them both to work with my students and better
my own practice in student affairs. Since Chickering and Reisser’s theory is not racially specific
or specifically for students of color, I am able to place myself along that theory. Chickering and
Reisser’s vectors are are a scaffold but not necessarily a progression (1993). In my own learning
about student development theory, I am between the fifth and sixth vector of establishing identity
and developing purpose. I place myself here because I did not have any strong theoretical
background before taking Student Development Theory. I knew that student affairs practitioners
based practices and programs off of theories, however, I was unaware of the various kinds of
theories that are put into practice. Right now, I am establishing my identity because I now am
CCW, Latino racial identity, and Chickering & Reisser identity development theory all
have elements of self development. This allows for self reflection and understanding of where I
forms of wealth individuals have, regardless of if this wealth is derived from dominant society.
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student community in general and learn from each other’s strengths. CCW encourages
practitioners to find the ways in which their students thrive and navigate through their everyday
lives(Yosso, 2005). Understanding where students come from, celebrating the differences, and
encouraging learning from others who are different are all ways in which I can support students
Ferdman and Gallegos Latino Identity theory really breaks down the black/ white binary
for me. Often, as a white practitioner and person, there are moments where I get caught up in the
black/ white racial binary. This theory calls out that race, culture, and identity are very
complicated intersections for many people, specifically people who are Latino (2001 & 2012).
understanding their own identity within those intersections is an important aspect of reflection
for practitioners.
The primary way I will incorporate the theories into my practice to support diverse
students is adjusting Chickerings & Ressier’s theory to fit all students who do not fall under the
“traditional” student model. The identity development model could apply to commuter and full
time working students in diverse ways, such as providing programming that is available to
students beyond the late night hours housing and student activities put on programming.
Additionally, taking into consideration that many of the nontraditional students are also parents
and caretakers, their support for academics and development looks much different. Utilizing
Chickering and Reisser’s model as a guide to where individuals are in differentiated aspects of
their development is the most useful way to make this theory applicable to the most students.
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References
Chickering, A.W. & Reisser, L. (1993). Education and Identity (2nd ed.) San Francisco:
Jossey-Bass.
Ferdman, B. M., & Gallegos, P. I. (2001). Racial identity development and Latinos in the United
States. In C. L. Wijeyesinghe & B. W.Jackson, III (Eds.), New perspectives on racial
identity development: A theoretical and practical anthology, 32– 66. New York: NYU
Press.
Ferdman, B. M., & Gallegos, P. I. (2012). Latina and Latino ethnoracial identity orientations: A
Patton, L.D., Renn, K.A., Guido, F.M., & Quaye, S.J. (2016). Student development in college:
Theory, research, and practice (3rd edition). San Francisco, CA: Jossey-Bass.
Yosso, T.J. (2005). Whose culture has capital? A critical race discussion of community cultural